Teaching Language in Context

Beverly Derewianka and Pauline Jones

Approaches language learning across the Key Learning Areas, and is consistent with language curriculum development

Takes a holistic view of the language area, not just looking at either reading or writing, but at both

Solid pedagogical structure containing lesson plans and activities, which are well supported by relevant illustrations

Teaching Language in Context

Beverly Derewianka and Pauline Jones

Description

Teaching Language in Context takes the purposes for which language is used in different content areas as the starting point for teaching literacy. It recognises that students' understandings are constructed in language and that each area of the curriculum uses language in a different way. Success in each subject requires students to acquire the specialised language of the curriculum area; that is, the genres and language features through which the content is expressed. In order to successfully develop students' language for curriculum success, teachers must identify the language demands of the different curriculum areas. This textbook supports pre-service teachers to do this while familiarising them with the different curriculum areas.

Teaching Language in Context

Beverly Derewianka and Pauline Jones

Table of Contents

Part One - Language and learning1. - An appropriate model of language2. - The functions of language3. - Introduction to a teaching and learning cyclePart Two - Learning about language4. - Language for Creating and Appreciating Story Worlds5. - Language for Recounting what happened6. - Language for Telling How to do something7. - Language for Observing and Describing the World8. - Language for Explaining How and Why9. - Language for Persuading OthersAppendix 1 - Scope and sequence of genreAppendix 2 - Scope and sequence of grammarGlossary of termsReferences

Teaching Language in Context

Beverly Derewianka and Pauline Jones

Author Information

Beverly Derewianka is Professor of Language Education at the University of Wollongong, where she is Director of the Centre for Research in Language and Literacy. Following several years teaching in primary and secondary schools, she became a teacher educator in the fields of TESOL and literacy education.

Pauline Jones is Senior Lecturer in the Faculty of Education at the University of Wollongong. Pauline teaches in the areas of language, literacy and TESOL in undergraduate and postgraduate courses. Before moving into teacher education in 1995, she worked as a language curriculum consultant, ESL and classroom teacher and a community development worker in underprivileged urban environments.